At first glance, any connection between professional wrestling and school-based literacy practices might seem far-fetched, or incongruous at best. This seeming incongruity, however, is what intrigues the authors most. It is also what drives them to wonder if governmental and media sources that regularly proclaim a crisis in literacy achievements might be overlooking some potentially rich intersections between young people's personal and school literacies. In this article, the authors look at their data sources not across some arbitrary divide that separates adults' uses of popular culture from those of young people, but rather through the lens of the user--the individual who, regardless of generational label, participates daily in a technologically mediated environment, one rich with texts of all kinds (visual, iconic, digital, and print). They specifically focus on the uses of popular culture texts embedded in the discursive practices that make up the World Wrestling Federation (WWF) and World Championship Wrestling (WCW)--practices that have the potential to inform how one thinks about personal and school literacies, including whether the two might intersect at times.